MATHS PROGRAM : STAGE TWO YEAR FOUR

WEEKLY ROUTINE Monday Tuesday Wednesday Thursday Friday

Whole Number 2 Terms 1-4

Number & Algebra Terms 1-4: Addition and Subtraction 2 Terms 1-4 : Multiplication & Division 2 Terms 1 & 3: Patterns and Algebra 2 Terms 2 & 4: Fractions and Decimals 2

Statistics & Probability Terms 1 & 3: Data 2 Terms 2 & 4: Chance 2

Measurement & Geometry Term 1: Length 2 / Time 2/ 2D 2 / Position 2 Term 2: Mass 2 / 3D 2 / Angles 2 Term 3: Volume and Capacity 2 / Time 2 / 2D 2 / Position 2 Term 4: Area 2 / 3D2 / Angles 2

Sharon Tooney

K-6 MATHEMATICS SCOPE AND SEQUENCE

NUMBER AND ALGEBRA
Whole Number Addition & Subtraction Multiplication & Division Fractions & Decimals Patterns & Algebra Length Area

MEASUREMENT AND GEOMETRY

Volume & Capacity Mass Time 3D 2D Angles Position

STATISTICS & PROBABILITY

Data Chance

TERM 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Yr 1 Yr 2 Yr 3 Yr 4 Yr 5 Yr 6 NB: Where a content strand has a level 1 & 2, the 1 refers to the lower grade within the stage, eg. Whole Number 1 in S1 is for Yr 1, Whole Number 2 is for Yr 2. Sharon Tooney

MATHEMATICS PROGRAM PROFORMA STAGE: Year 4 S2 ES1 S1 STRAND: S3 NUMBER AND ALGEBRA KEY CONSIDERATIONS
Background Information The convention for writing numbers of more than four digits requires that numerals have a space (and not a comma) to the left of each group of three digits when counting from the units column, eg 16 234. No space is used in a four-digit number, eg 6234. Language Students should be able to communicate using the following language: largest number, smallest number, ascending order, descending order, digit, ones, tens, hundreds, thousands, tens of thousands, place value, expanded notation, round to. Refer also to language in Whole Numbers 1.

TERM: 1 2

WEEK: 1 2

10

SUBSTRAND: Whole Number 2

OUTCOMES A student: uses appropriate terminology to describe, and symbols to represent, mathematical ideas MA2-1WM checks the accuracy of a statement and explains the reasoning used MA2-3WM applies place value to order, read and represent numbers of up to five digits MA2-4NA

OVERVIEW
Recognise, represent and order numbers to at least tens of thousands apply an understanding of place value to read and write numbers of up to five digits arrange numbers of up to five digits in ascending and descending order state the place value of digits in numbers of up to five digits - pose and answer questions that extend understanding of numbers, eg 'What happens if I rearrange the digits in the number 12 345?', 'How can I rearrange the digits to make the largest number?' use place value to partition numbers of up to five digits and recognise this as 'expanded notation', eg 67 012 is 60 000 + 7000 + 10 + 2 partition numbers of up to five digits in non-standard forms, eg 67 000 as 50 000 + 17 000 round numbers to the nearest ten, hundred, thousand or ten thousand

Learning Across The Curriculum

Cross-curriculum priorities

Aboriginal &Torres Strait Islander histories & cultures Asia & Australias engagement with Asia Sustainability

General capabilities Critical & creative thinking Ethical understanding Information & communication technology capability Intercultural understanding Literacy Numeracy Personal & social capability

Other learning across the curriculum areas Civics & citizenship Difference & diversity Work & enterprise

Sharon Tooney

CONTENT
Recognise, represent and order numbers to at least tens of thousands

WEEK

TEACHING, LEARNING and ASSESSMENT

Place value in three-digit numbers Remind children how to read and write three-digit whole numbers in figures and words. Remind them also of the value of each digit in numbers such as 465, 509, 930. Get them to partition some three-digit numbers, writing them in expanded form, for example: 462 = 400 + 60 + 2 Write some three-digit starter numbers on the board, such as 143, 185, 504, 309. Start with 143. Ask the class to count back in tens to 3. Ask children, if they were to count back in tens from the other starter numbers, how close they would get to 0. Check for 185. - Tell me some other three-digit starting numbers that will get closer to zero. Explain why. Now count back in hundreds, starting with numbers such as 567, 903, 850. Ask: - Which number will get closest to zero when we count back in hundreds? Why? - What is 100 more than 567? 100 less than 903? 10 less than 903? - Is 567 nearer to 500 or 600? How do you know? - What is 567 rounded to the nearest 100? To the nearest 10? Explain why. Counting in fives using positive and negative numbers Count together in fives from 3 to 63. - How would you describe this sequence? (start with 3, then keep adding 5) - What do you notice about the units digits of the numbers in the sequence? (all 3 or 8) - Will 87 be in the sequence if it continues? How do you know? - What would be the next number in the sequence after 98? How did you work it out? - What would be the number in the sequence before 203? How did you work it out? Together count back in fives from 63 to 3. - How would you describe this sequence? (start with 63, then keep subtr acting 5) - What will be the next number in the sequence after 3? ( 2) - How will the sequence continue after that? ( 7, 12, 17, 22, ) - What do you notice about the units digits of the negative numbers in the sequence? (all 2 or 7) Doubling and halving Practise doubling and halving some numbers up to 20: double 9, double 17, halve 26, halve 38. Ask children to explain their strategies for, say, doubling 17. Remind them that doubling is the same as multiplying by 2 and halving is the same as dividing by 2. - What do you think the answer to double 40 will be? Why? Establish that double 40 is the same as double 4 multiplied by 10, so the answer is 80. Write on the board: 2 40 = 2 (4 10) = (2 4) 10 Now ask for: double 80, double 140, double 110. Get children to explain their answers. Place value in four-digit numbers Give out copies of Resource Point It Out Grid. Enlarge and display one. Ask questions such as: - What do you notice about the numbers?

ADJUSTMENTS
Provide numeral expanders to assist partitioning. Adjust the number value according to ability.

RESOURCES
numeral expanders, paper, pencil

Provide numeral expanders to assist place value identification. Adjust the number value according to ability.

numeral expanders, paper, pencil

Provide 100s chart as a visual support

100s charts, paper, pencil

4 Sharon Tooney

Adjust the number value according to ability.

handout, pencils, place value cards

- Are the numbers arranged in a special way? - What patterns can you see? Point to 9000, 400, 60, 5 on the chart. Get children to read them aloud nine thousand, four hundred, sixty, five. With place value cards, make the number 9465 and get children to read the number aloud. Use the cards to check that children can partition the number and say what each digit represents. Record on the board: 9465 = 9000 + 400 + 60 + 5 Show the class how to write the number: nine thousand four hundred and sixty -five. Repeat using other numbers from the grid. Write some four-digit numbers on the board. Tell children that they are to write each four - digit number in their books, partition it and then write the number in words. Work through an example. Explain that when they have finished they should read their numbers to their partner. Review childrens work and correct any misinterpretations. Ordering 4 Digit Numbers Shuffle a set of 09 digit cards. Get a child to pick four cards and make a four-digit number. Record the number on the board. With the class read the number aloud. Repeat until four numbers have been generated. - How do you decide which number is the largest? How do you decide which is the smallest? With the class put the numbers in order. Stress how to compare the thousands digits, then the hundreds digits and so on. Choose any two of the numbers. Write the numbers with a greater than (>) or less than (<) sign between them, for example 4193 > 3127 and 3127 < 4193. Read the two number sentences aloud together. Repeat with another two of the numbers. Students repeat the activity with a partner, checking each others work as they go. Review Write randomly on the board the digits 1, 7, 3, 5. Ask children to take these digits from their 09 (from previous lesson) packs and to make the largest possible number. Now ask them to make the smallest possible number. - Can you make a number between 2500 and 3500? (3157 or 3175) - Can you make a number between 7250 and 7500? (7315 or 7351) With a partner have students pose five questions for each other to solve using their 0-9 card packs. Record questions and possible answers.
Positive and negative numbers in context Part A

Adjust the number value according to ability. Provide visual supports for < and > as required.

number cards, paper and pencils

Adjust the number value according to ability.

number cards, paper and pencils

Use an online calculator. Start at 5. Count down in ones to below zero, asking children to predict the next number before you press the equals sign. Explain that negative numbers are referred to as negative one, negative two and so on. Draw on the board a number line with ten intervals. Mark 0 in the centre of the line, and +5 at the right-hand end. Point to different positions on the line. Ask children to say what the numbers should be. When the numbers are written in, count backwards together from +5 to 5 and back to +5. Erase the numbers, mark in 60 at the left-hand end and 0 at the sixth division.

Adjust the number value according to ability. Provide visual supports for < and > also + and as required.

computers

Sharon Tooney

Point to different positions on the line, asking the class: - What number is this? Label the numbers as they are identified. Ask some questions such as: - Tell me a number that is less than 20. - Tell me a number that is more than 30. - Tell me a number that lies between 20 and 10. Record answers on the board, for example: 40 < 20 10 > 30 20 < 0 < 10
Positive and negative numbers in context Part A

9 10 ASSESSMENT OVERVIEW

Show students the resource: Negative and Positive Numbers in Temperature. Say that the thermometers measure temperature in degrees Celsius, and point out the C abbreviation on them. Discuss the scales on the thermometers, explaining that they usually show only some numbers, leaving the others unmarked. Identify the positive and negative numbers on the scale. Ask students: - What is the temperature in York? In Rome? Show how to record these temperatures as 2 C and 7 C. Stress that as the temperature measurement moves down the scale and passes zero, the temperature is falling and the air is getting colder. Point out where 5 C lies on each scale. Invite a student to indicate where 7 C lies. Explain that, with temperatures, this is read as minus seven degrees Celsius not negative seven degrees Celsius and that it means that the temperature is seven degrees Celsius below zero. Ask a few questions for students to answer on their whiteboards: remind them that they should always include the units when they write a temperature. - The temperature starts at 4 C and goes down by 10 degrees. What is the temperature now? How did you work it out? - What will it be when it has risen by 3 degrees? Now ask the class to complete the questions on the resource: Negative and Positive Numbers in Temperature. Revision Assessment

Visual thermometer with moving scale to support as needed

handout, pencils

Sharon Tooney

Sharon Tooney

Negative and Positive Numbers in Temperature

These are the temperatures in York and Rome on a day in winter.

1 How many degrees colder is it in York than in Rome? ____________________________________________________________________________________ 2 The temperature in York falls by 8 degrees. What is the new temperature in York? ____________________________________________________________________________________ 3 The temperature in Rome drops to 5 C. How many degrees did the temperature fall? ___________________________________________________________________________________ 4 On another day, the temperature in York is 4 C. Rome is 7 degrees colder than York is. What is the temperature in Rome? ___________________________________________________________________________________
Sharon Tooney

STAGE: Year 4 S2 ES1 S1

STRAND: S3

MATHEMATICS PROGRAM PROFORMA TERM: NUMBER AND ALGEBRA 1 2 3 3 KEY CONSIDERATIONS

WEEK: 1 2

10

SUBSTRAND: Addition and Subtraction 2

OUTCOMES A student: uses appropriate terminology to describe, and symbols to represent, mathematical ideas MA2-1WM selects and uses appropriate mental or written strategies, or technology, to solve problems MA2-2WM checks the accuracy of a statement and explains the reasoning used MA2-3WM uses mental and written strategies for addition and subtraction involving two-, three-, four and five-digit numbers MA2-5NA

OVERVIEW
Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems select, use and record a variety of mental strategies to solve addition and subtraction problems, including word problems, with numbers of up to and including five digits, eg 159 + 23: 'I added 20 to 159 to get 179, then I added 3 more to get 182', or use an empty number line:

Background Information Students should be encouraged to estimate answers before attempting to solve problems in concrete or symbolic form. There is still a need to emphasise mental computation, even though students can now use a formal written method. When developing a formal written algorithm, it will be necessary to sequence the examples to cover the range of possibilities, which include questions without trading, questions with trading in one or more places, and questions with one or more zeros in the first number. This example shows a suitable layout for the decomposition method:

Learning Across The Curriculum

Cross-curriculum priorities

Aboriginal &Torres Strait Islander histories & cultures Asia & Australias engagement with Asia Sustainability

General capabilities Critical & creative thinking Ethical understanding Information & communication technology capability Intercultural understanding Literacy Numeracy Personal & social capability

Other learning across the curriculum areas Civics & citizenship Difference & diversity Work & enterprise

Language Students should be able to communicate using the following language: plus, add, addition, minus, the difference between, subtract, subtraction, equals, is equal to, empty number line, strategy, digit, estimate, round to, change (noun, in transactions of money). Word problems requiring subtraction usually fall into two types either 'take away' or 'comparison'. Take away How many remain after some are removed? eg 'I have 30 apples in a box and give away 12. How many apples do I have left in the box?' Comparison How many more need to be added to a group? What is the difference between two groups? eg 'I have 18 apples. How many more apples do I need to have 30 apples in total?', 'Mary has 30 apples and I have 12 apples. How many more apples than me does Mary have?' Students need to be able to translate from these different language contexts into a subtraction calculation. The word 'difference' has a specific meaning in a subtraction context. Difficulties could arise for some students with phrasing in relation to subtraction problems, eg '10 take away 9' should give a response different from that for '10 was taken away from 9'.

- pose simple addition and subtraction problems and apply appropriate strategies to solve them use a formal written algorithm to record addition and subtraction calculations involving two-, three-, four- and fivedigit numbers, eg solve problems involving purchases and the calculation of change to the nearest five cents, with and without the use of digital technologies solve addition and subtraction problems involving money, with and without the use of digital technologies -use a variety of strategies to solve unfamiliar problems involving money -reflect on their chosen method of solution for a money problem, considering whether it can be improved calculate change and round to the nearest five cents use estimation to check the reasonableness of solutions to addition and subtraction problems, including those involving money

Sharon Tooney

CONTENT
Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems

WEEK

TEACHING, LEARNING and ASSESSMENT

Adding the Most Significant Values First We can add and subtract using mental and written strategies. We can add two, three or four digit numbers using a range of strategies. Examine with students adding the most significant digits first. 96 90 + 35 30 +11 131 Examine other example adding the most significant digits first, with three digit numbers. 789 700 + 663 600 140 + 12 1452 Partitioning Examine the partitioning method for addition and subtraction. Provide students with the following addition example: 879 + 456 = We need to partition the numbers by using expanded notation. 800 + 70 + 9 400 + 50 + 6 Now we can add these numbers easily. 800 + 400 = 1200 70 + 50 = 120 9 + 6 = 15 That gives us the final sum: 1200 + 120 + 15 = 1335 Provide students with the following addition example: 8987 2341 = We need to partition the numbers first by using expanded notation. 8000 + 900 + 80 + 7 2000 + 300 + 40 + 1 Now we can subtract these numbers easily. 8000 2000 = 6000 900 300 = 600 80 40 = 40 71=6 That gives us the final sum: 6000 + 600 + 40 + 6 = 6646

ADJUSTMENTS
Concrete materials to support addition as necessary. Adjust difficulty of algorithms as required.

RESOURCES
paper and pencil

Concrete materials to support addition as necessary. Adjust difficulty of algorithms as required.

paper and pencil

Sharon Tooney

Standard Written Method Examine the Standard Written Method for addition and subtraction. H T U We start by adding the units column first: 1 + 3 = 4 We then add the tens: 40 + 20 = 60 we put 6 tens in the tens column 7 4 1 Lastly we add the hundreds: 700 + 0 = 700 we put 7 hundreds in the + 2 3 hundreds column. 7 6 4 T 3 + 3 H 2 6 9 T 1 9 0 U 3 4 7 We add the units first: 3 + 4 = 7 We then add the tens: 10 + 90 = 100 so we put 0 in the tens column and carry the 1 hundred to the hundreds column. We then add the hundreds: 200 + 600 + 100 = 900 Lastly we add the thousands: 3000 + 0 = 3000

Concrete materials to support addition as necessary. Adjust difficulty of algorithms as required.

paper and pencil

9 10 ASSESSMENT OVERVIEW

H T U We start by subtracting the units column first: 7 2 = 5 We then subtract the tens: 30 - 20 = 10 we put 1 ten in the tens column 3 3 7 Lastly we subtract the hundreds: 300 100 = 200 we put 2 hundreds in the - 1 2 2 hundreds column. 2 1 5 Decomposition Method Examine the decomposition method or trading method. We use this method for subtraction only. In this method we borrow a multiple of 10 from the digit to the left when the top number is smaller than the bottom number. T H T U We subtract the units first: 2 1 = 1 We then subtract the tens: 70 80 we cant do because 70 is smaller 3 10 than 80. We need to borrow from the hundreds column. We bring over 3 4 7 2 100 from the hundreds column (10 tens are 100) Now 10 tens + 7 tens - 1 2 8 1 8 tens is the same as 170 80 = 90 so we put 9 in the tens column. 2 1 9 1 Because we borrowed one hundred we need to strike out the 4 in the hundreds column and leave 3 hundreds. 300 200 = 100 so we put 1 in the hundreds column. Lastly we subtract the thousands column. 3000 1000 = 2000 Revision Assessment

Concrete materials to support addition as necessary. Adjust difficulty of algorithms as required.

paper and pencil

Sharon Tooney

STAGE: Year 4 S2 ES1 S1

STRAND: S3

MATHEMATICS PROGRAM PROFORMA TERM: NUMBER AND ALGEBRA 1 2 3 3 KEY CONSIDERATIONS

WEEK: 1 2

10

SUBSTRAND: Multiplication and Subtraction 2

OUTCOMES A student: uses appropriate terminology to describe, and symbols to represent, mathematical ideas MA2-1WM selects and uses appropriate mental or written strategies, or technology, to solve problems MA2-2WM checks the accuracy of a statement and explains the reasoning used MA2-3WM uses mental and informal written strategies for multiplication and division MA2-6NA

OVERVIEW
Recall multiplication facts up to 10 10 and related division facts count by fours, sixes, sevens, eights and nines using skip counting use the term 'product' to describe the result of multiplying two or more numbers, eg 'The product of 5 and 6 is 30' use mental strategies to build multiplication facts to at least 10 10, including: using the commutative property of multiplication, eg 7 9 = 9 7 using known facts to work out unknown facts, eg 5 7 is 35, so 6 7 is 7 more, which is 42 using doubling and repeated doubling as a strategy to multiply by 2, 4 and 8, eg 7 8 is double 7, double again and then double again using the relationship between multiplication facts, eg the multiplication facts for 6 are double the multiplication facts for 3 factorising one number, eg 5 8 is the same as 5 2 4, which becomes 10 4 recall multiplication facts up to 10 10, including zero facts, with automaticity find 'multiples' for a given whole number, eg the multiples of 4 are 4, 8, 12, 16, relate multiplication facts to their inverse division facts, eg 6 4 = 24, so 24 6 = 4 and 24 4 = 6 determine 'factors' for a given whole number, eg the factors of 12 are 1, 2, 3, 4, 6, 12 use the equals sign to record equivalent number relationships involving multiplication, and to mean 'is the same as', rather than to mean to perform an operation, eg 4 3 = 6 2 - connect number relationships involving multiplication to factors of a number, eg 'Since 4 3 = 6 2, then 4, 3, 2 and 6 are factors of 12' - check number sentences to determine if they are true or false and explain why, eg 'Is 7 5 = 8 4 true? Why or why not?' Develop efficient mental and written strategies, and use appropriate digital technologies, for multiplication and for division where there is no remainder multiply three or more single-digit numbers, eg 5 3 6 model and apply the associative property of multiplication to aid mental computation, eg 2 3 5 = 2 5 3 = 10 3 = 30 - make generalisations about numbers and number relationships, eg 'It doesn't matter what order you multiply two numbers in because the answer is always the same' use mental and informal written strategies to multiply a two-digit

Learning Across The Curriculum

Cross-curriculum priorities

Aboriginal &Torres Strait Islander histories & cultures Asia & Australias engagement with Asia Sustainability

Background Information An inverse operation is an operation that reverses the effect of the original operation. Addition and subtraction are inverse operations; multiplication and division are inverse operations. Linking multiplication and division is an important understanding for students in Stage 2. They should come to realise that division 'undoes' multiplication and multiplication 'undoes' division. Students should be encouraged to check the answer to a division question by multiplying their answer by the divisor. To divide, students may recall division facts or transform the division into a multiplication and use multiplication facts, eg is the same as . The use of digital technologies includes the use of calculators. Language Students should be able to communicate using the following language: multiply, multiplied by, product, multiplication, multiplication facts, tens, ones, double, multiple, factor, shared between, divide, divided by, division, halve, remainder, equals, is the same as, strategy, digit. As students become more confident with recalling multiplication facts, they may use less language. For example, 'five rows (or groups) of three' becomes 'five threes' with the 'rows of' or 'groups of' implied. This then leads to 'one three is three', 'two threes are six', 'three threes are nine', and so on. The term 'product' has a meaning in mathematics that is different from its everyday usage. In mathematics, 'product' refers to the result of multiplying two or more numbers together. Students need to understand the different uses for the = sign, eg 4 3 = 12, where the = sign indicates that the right side of the number sentence contains 'the answer' and

General capabilities Critical & creative thinking Ethical understanding Information & communication technology capability Intercultural understanding Literacy Numeracy Personal & social capability

Other learning across the curriculum areas Civics & citizenship Difference & diversity Work & enterprise

Sharon Tooney

should be read to mean 'equals', compared to a statement of equality such as 4 3 = 6 2, where the = sign should be read to mean 'is the same as'.

number by a one-digit number, including: using known facts, eg 10 9 = 90, so 13 9 = 90 + 9 + 9 + 9 = 90 + 27 = 117 multiplying the tens and then the units, eg 7 19: 7 tens + 7 nines is 70 + 63, which is 133 using an area model, eg 27 8

using doubling and repeated doubling to multiply by 2, 4 and 8, eg 23 4 is double 23 and then double again using the relationship between multiplication facts, eg 41 6 is 41 3, which is 123, and then double to obtain 246 factorising the larger number, eg 18 5 = 9 2 5 = 9 10 = 90 - create a table or simple spreadsheet to record multiplication facts, eg a 10 10 grid showing multiplication facts use mental strategies to divide a two-digit number by a one-digit number where there is no remainder, including: using the inverse relationship of multiplication and division, eg 63 9 = 7 because 7 9 = 63 recalling known division facts using halving and repeated halving to divide by 2, 4 and 8, eg 36 4: halve 36 and then halve again using the relationship between division facts, eg to divide by 5, first divide by 10 and then multiply by 2 - apply the inverse relationship of multiplication and division to justify answers, eg 56 8 = 7 because 7 8 = 56 record mental strategies used for multiplication and division select and use a variety of mental and informal written strategies to solve multiplication and division problems - check the answer to a word problem using digital technologies Use mental strategies and informal recording methods for division with remainders model division, including where the answer involves a remainder, using concrete materials - explain why a remainder is obtained in answers to some division problems use mental strategies to divide a two-digit number by a one-digit number in problems for which answers include a remainder, eg 27 6: if 4 6 = 24 and 5 6 = 30, the answer is 4 remainder 3 record remainders to division problems in words, eg 17 4 = 4 remainder 1 interpret the remainder in the context of a word problem, eg 'If a car can safely hold 5 people, how many cars are needed to carry 41 people?'; the answer of 8 remainder 1 means that 9 cars will be needed

Sharon Tooney

CONTENT
Recall multiplication facts up to 10 10 and related division facts Develop efficient mental and written strategies, and use appropriate digital technologies, for multiplication and for division where there is no remainder Use mental strategies and informal recording methods for division with remainders

WEEK

TEACHING, LEARNING and ASSESSMENT

Factors Students are asked to find all of the factors of a given number (eg 24) and use counters to make the appropriate arrays. Using this knowledge, students are asked to use mental strategies to multiply numbers eg 24 25 = 6 4 25 = 6 100 = 600. Students could also be challenged to find which of the numbers between 1 and 100 has the most factors and to record their findings. Multiplying by Multiples of Ten Students investigate multiplying numbers by 10 on a calculator. Students then discuss and record the results. Students then try multiplying one- and two-digit numbers by multiples of ten using mental strategies and discuss the results. Possible questions include: - what strategy did you use? - what other strategies could you use? - did you multiply the tens and then the units? - did you use relationships between multiplication facts? Calculations Race Students work in three groups. One group solves a problem using a calculator, one group solves it using a written algorithm and the third group solves the problem using mental calculations. The following are examples of the types of problems to be used:
2 4000 = 20 20 = 400 5 = 39 3 =

ADJUSTMENTS
Adjust difficulty of algorithms as required.

RESOURCES
counters, paper and pencils

Support as required.

calculators, paper and pencils

Peer tutoring strategy within group formation

calculators, paper and pencils

9 10 ASSESSMENT OVERVIEW

Students discuss the efficiency of each method. Variation: Groups rotate, trying the different methods of solution to a problem. Students discuss the efficiency of each method in relation to different problems. Mental Calculations Students are asked to calculate mentally 26 4. Students discuss the various ways they solved the problem using mental calculation eg 26 4 = 20 4 + 6 4 = 80 + 24 = 104 26 4 = 25 4 + 1 4 = 100 + 4 = 104 26 4 = double 26 and double 26 again = 52 + 52 = 104 Students are asked to pose problems to be solved using mental computation. Revision Assessment

Concrete materials to support as necessary. Adjust difficulty of algorithms as required.

paper and pencils

Sharon Tooney

STAGE: Year 4 S2 ES1 S1

STRAND: S3

MATHEMATICS PROGRAM PROFORMA TERM: NUMBER AND ALGEBRA 1 2 3 3 KEY CONSIDERATIONS

WEEK: 1 2

10

SUBSTRAND: Patterns and Algebra 2

OUTCOMES A student: uses appropriate terminology to describe, and symbols to represent, mathematical ideas MA2-1WM selects and uses appropriate mental or written strategies, or technology, to solve problems MA2-2WM checks the accuracy of a statement and explains the reasoning used MA2-3WM generalises properties of odd and even numbers, generates number patterns, and completes simple number sentences by calculating missing values MA2-8NA

OVERVIEW
Use equivalent number sentences involving addition and subtraction to find unknown quantities complete number sentences involving addition & subtraction by calculating missing numbers, eg: +55=83, -15=19 - use inverse operations to complete number sentences - justify solutions when completing number sentences find the missing number in a number sentence involving operations of addition or subtraction on both sides of the equals sign, eg 8+=6+7 Investigate and use the properties of even and odd numbers investigate & generalise the result of adding, subtracting & multiplying pairs of even numbers, pairs of odd numbers, or 1 even & 1 odd number, eg even + odd = odd, odd odd = odd - explain why the result of a calculation is even or odd with reference to the properties of the numbers used in the calculation - predict whether the answer to a calculation will be even or odd by using the properties of the numbers in the calculation Investigate number sequences involving multiples of 3, 4, 6, 7, 8 and 9 generate number patterns using multiples of 3, 4, 6, 7, 8 and 9 - investigate visual number patterns on a number chart Explore and describe number patterns resulting from performing multiplication use the word term when referring to numbers in a number pattern - describe the position of each term in a given number pattern, eg The first term is 6 find a higher term in a number pattern resulting from performing multiplication, given the first few terms, eg determine next term 4, 8, 16, 32, 64, - describe how the next term in a number pattern is calculated, eg Each term in the pattern is double the previous term Solve word problems by using number sentences involving multiplication or division where there is no remainder complete number sentences involving multiplication & division by calculating missing numbers, eg: 28=x7, 40=5 represent & solve multiplication & division word problems using number sentences, eg 'I buy six pens, total cost is $24. What is the cost of each pen?' can be represented as 6x=24 or 246= - discuss whether it is more appropriate to represent the problem using or in order to calculate the solution - pose a word problem based on a given number sentence, eg given 4x=28 , a problem could be: 'I have 28 cans of drink and stack them into rows of 4. How many rows will there be?'

Background Information In Stage 2, the investigation of odd and even numbers leads to understanding what happens to numbers when they are added together or multiplied together. For example, 'An odd number added to an even number always results in an odd number', 'An even number multiplied by an even number always results in an even number'. Language Students should be able to communicate using the following language: pattern, term, missing number, odd, even, number sentence, is the same as, equals.

Learning Across The Curriculum

Cross-curriculum priorities

Aboriginal &Torres Strait Islander histories & cultures Asia & Australias engagement with Asia Sustainability

General capabilities Critical & creative thinking Ethical understanding Information & communication technology capability Intercultural understanding Literacy Numeracy Personal & social capability

Other learning across the curriculum areas Civics & citizenship Difference & diversity Work & enterprise

Sharon Tooney

CONTENT
Use equivalent number sentences involving addition and subtraction to find unknown quantities Investigate and use the properties of even and odd numbers Investigate number sequences involving multiples of 3, 4, 6, 7, 8 and 9 Explore and describe number patterns resulting from performing multiplication Solve word problems by using number sentences involving multiplication or division where there is no remainder

WEEK

TEACHING, LEARNING and ASSESSMENT

Growing and repeating patterns with numbers This activity asks you to identify and continue the patterns below, then to create your own patterns similar to those given. Growing patterns with numbers: continue the patterns for 4 more numbers. a. 1, 3, 5, 7, 9 ___, ___, ___, ___ e. 3, 7, 11, 15, 19 ___, ___, ___, ___ b. 1, 2, 4, 7, 11 ___, ___, ___, ___ f. 28, 24, 20, 16 ___, ___, ___, ___ c. 1, 2, 4, 8, 16 ___, ___, ___, ___ g. 128, 64, 32, 16 ___, ___, ___, ___ d. 1, 3, 9, 27 ___, ___, ___, ___ h. 1, 3, 7, 15, 31 ___, ___, ___, ___ Make two of your own growing patterns using numbers. Write them down, and state what the rules are. For the patterns below identify the pattern and describe it in the space given: a. 4, 8, 16, 32 b. 19, 16, 13, 10 c. 2, 3, 5, 8, 12 d. 3, 5, 9, 17, 33 Ask students to describe how they worked out what the patterns were. Identify a rule for number patterns For the number patterns below work out what operation is being used to generate the next term (e.g. add 4 each time, multiply by two each time). Write a sentence beneath each pattern to describe the pattern. Pattern 1: 0, 2, 4, 6, 8, 10, 12, 14, 16, 18, 20 Pattern 2: 0, 3, 6, 9, 12, 15, 18, 21, 24, 27, 30 Pattern 3: 18, 16, 14, 12, 10, 8, 6, 4, 2, 0 Pattern 4: 2, 4, 8, 16, 32, 64 Pattern 5: 24, 12, 6, 3 Pattern 6: 6, 11, 16, 21, 26, 31, 36, 41 Pattern 7: 32, 29, 26, 23, 20, 17, 14, 11, 8 Pattern 8: 2, 6, 18, 54, 162 Pattern 9: 270, 90, 30, 10 Pattern 10: 52, 47, 42, 37, 32, 27, 22 Possible questions: - How did I work out what the operation was? - How did I work out what the rule was? Create a number pattern based on a rule For the following situations your job is to create a number pattern based on the rule stated. You should create three different patterns for each rule by starting with a different number each time. Rule 1: Add 4 Rule 2: Subtract 2 Rule 3: Multiply by 2 then take 1 off Rule 4: Divide by two then add 1 on Now make up your own rules: Rule 5: Add ____

ADJUSTMENTS
Extension: For any of the questions, try to work out what came before the first term. Counters to create patterns concretely as required.

RESOURCES
paper and pencils

Counters to create patterns concretely as required.

paper and penils

Extension: A pattern was made using the following rule: subtract 3. If the last number in the pattern was 14, what were the previous 3 numbers? What would the next 2 numbers be? Counters to create patterns

paper and pencils

Sharon Tooney

9 10 ASSESSMENT OVERVIEW

Rule 6: Subtract _____ Rule 7: Multiply by _____ Rule 8: Divide by _____ Now work out what the rule is in the situations below and create your own pattern using this rule. The ones with stars have two operations not one. Rule 9: 3, 11, 19, 27, 35, 43, 51, 59 What is the rule? ___________ * Rule 10: 6, 11, 21, 41, 81 What is the rule? ___________ Rule 11: 6400, 1600, 400, 100, 25 What is the rule? ___________ * Rule 12: 2, 5, 14, 41, 122 What is the rule? ___________ Possible questions: - What patterns have you found? Continue number patterns Work out the number pattern in the following situations and use it to complete the missing terms by filling in the boxes. 1. Number pattern: 5, 7, 9, 11, , 15, 17, What is the rule? 2. Number pattern: 6, 10, 14, 18, , , 30 What is the rule? 3. Number pattern: , 30, 25, 20, , 10 What is the rule? 4. Number pattern: 2, 6, 18, , 162, 486, What is the rule? 5. Number pattern: , 27, 20, 13, What is the rule? 6. Number pattern: 9, 12, 15, 18, , What is the rule? 7. Number pattern: , 160, 80, 40, 20, , What is the rule? 8. Number pattern: , , 33, 28, 23, 18, What is the rule? 9. Number pattern: 7, 14, 28, , , 224 What is the rule? 10. Number pattern: 5, 14, 23, 32, 41, , What is the rule? Possible question: How did I work out the rule and the missing terms? Revision Assessment

concretely as required.

Extension: The rule is add 12. Fill in the blanks: , , 31, , Counters to create patterns concretely as required.

paper and pencil

Sharon Tooney

STAGE: Year 4 S2 ES1 S1 SUBSTRAND: Length 2

S3

MATHEMATICS PROGRAM PROFORMA STRAND: TERM: MEASUREMENT AND GEOMETRY 1 2 3 3 KEY CONSIDERATIONS

WEEK: 1 2

10

OVERVIEW
Use scaled instruments to measure and compare lengths use a tape measure, ruler and trundle wheel to measure lengths and distances - select and use an appropriate device to measure lengths and distances - explain why two students may obtain different measures for the same length select and use an appropriate unit to estimate, measure and compare lengths and distances recognise the features of a three-dimensional object associated with length that can be measured, eg length, height, width, perimeter use the term 'perimeter' to describe the total distance around a two-dimensional shape estimate and measure the perimeters of 2D shapes - describe when a perimeter measurement might be used in everyday situations, eg determining the length of fencing required to enclose a playground convert between metres & centimetres, & between centimetres & millimetres - describe 1cm as 1-hundredth of a metre & 1mm as 1-tenth of a centimetre - explain the relationship between the size of a unit & the number of units needed, eg more centimetres than metres will be needed to measure the same length record lengths & distances using decimal notation to 2 decimal places, eg 1.25 m Use scaled instruments to measure and compare temperatures identify temperature as a measure of how hot or cold something is use everyday language to describe temperature recognise the need for formal units to measure temperature use a thermometer to measure and compare temperatures to the nearest degree Celsius record temperatures to the nearest degree Celsius using the symbol for degrees () - use a thermometer to take and record daily temperature readings

OUTCOMES A student: uses appropriate terminology to describe, and symbols to represent, mathematical ideas MA2-1WM selects and uses appropriate mental or written strategies, or technology, to solve problems MA2-2WM checks the accuracy of a statement and explains the reasoning used MA2-3WM measures, records, compares and estimates lengths, distances and perimeters in metres, centimetres and millimetres, and measures, compares and records temperatures MA2-9MG

Background Information It is important that students have a clear understanding of the distinction between perimeter and area. The use of a thermometer to measure temperature is included in the Length substrand of the syllabus, but it is not anticipated that this skill will be taught as part of learning experiences focused on length. It may be helpful to draw students' attention to the link between negative numbers, which are introduced in Stage 3 Whole Numbers, and a temperature scale. Language Students should be able to communicate using the following language: length, distance, metre, centimetre, millimetre, ruler, tape measure, trundle wheel, measure, estimate, perimeter, height, width, temperature, cold, warm, hot, degree (Celsius), thermometer. 'Perimeter' is derived from the Greek words that mean to measure around the outside: peri, meaning 'around', and metron, meaning 'measure'. The term 'height' usually refers to the distance from the 'base' to the 'top' of an object or shape. The term 'width' usually refers to the shorter side of a rectangle; another word for width is 'breadth'.

Learning Across The Curriculum

Cross-curriculum priorities

Aboriginal &Torres Strait Islander histories & cultures Asia & Australias engagement with Asia Sustainability

General capabilities Critical & creative thinking Ethical understanding Information & communication technology capability Intercultural understanding Literacy Numeracy Personal & social capability

Other learning across the curriculum areas Civics & citizenship Difference & diversity Work & enterprise

Sharon Tooney

CONTENT
Use scaled instruments to measure and compare lengths Use scaled instruments to measure and compare temperatures

WEEK

TEACHING, LEARNING and ASSESSMENT

Trundle Wheels Small groups of students investigate the length measured by one rotation of the trundle wheel. Students can either: 1. draw a chalk line along the ground as the wheel rotates once, 2. draw a line one metre long, or place the one metre ruler on the ground and rotate the wheel along the line, 3. cut a piece of string one metre long and place it around the wheel or 4. place a tape measure around the wheel. Students record the procedure used to measure the length and report on the accuracy of their groups trundle wheel. Introduction to Perimeter Pairs of students find the perimeter of a rectangle or square by measuring, recording and then adding the sides. Examples may include rectangular cards or drawings with sides which measure a whole number of centimetres. Students discuss the possible methods of finding the perimeter of a rectangle, and report on whether it is necessary to measure all four sides of a rectangle or square. Variation: measure and record the perimeter of a desk or two desks joined together, by measuring one edge at a time. Record the perimeter in metres and centimetres. Check by using a long tape measure or piece of string. Shapes to Order Students draw and label rectangles and squares which have specified perimeters, eg. 20cm, 36cm, 1m 20cm, 3.6m. Students work in groups to record as many different rectangles as possible in a set time. Room For Elbows Students design a dinner table which will seat four students along each side, with enough space to eat comfortably. Students draw a diagram of the table with listed reasons for the dimensions. Cut In Half Students choose a large, rectangular picture from a magazine. Students measure and record the perimeter. The picture is cut in half and the perimeter measured and recorded again. Students cut the picture in half again and measure the perimeter. Students record results with labelled diagrams and comment on how the measurements are changing. Body Parts Students work in groups of five or six to measure, record and compare body parts, eg. Height, head size, wrist and ankles measurement, total length of fingernails, circumference or total length of fingers on one hand. Students record their measurements and comment on relationships between body parts, such as length of arms and length of fingers, or length of feet and height. String Triangles Students use a piece of string 1 metre long to experiment with making triangles. Students measure the lengths of the sides of the triangles in centimetres and millimetres. Students record and label the triangles as right angled, isosceles, equilateral, or scalene. Students check the measurements

ADJUSTMENTS
Extension: measure and record the perimeter of playground markings or pathways. Groups compare their measurements and report on the differences

RESOURCES
trundle wheels, metre rulers, string, tape measures, pencils and paper

Peer tutoring strategy in pair formation

2D shapes or small cards, pencils, paper 30cm rulers, tape measures, string

1cm grid paper may assist students who have difficulty drawing Peer tutoring strategy in group formation Extension: present the results in a table

rulers, measuring tapes, chalk, pencils, paper rulers, measuring tapes, pencils, paper, tables, chairs magazines, scissors, 30cm rulers, pencils and paper

4 5

Extension: students present the group members measurements in a graph

tape measures, 30cm rulers, string or streamers, pencils and paper 1 metre length of string for each student or pair of students, 30cm rulers

7 Sharon Tooney

Extension: experiment with other shapes

on the drawn triangles to ensure that each triangle has a perimeter of 1metre. Kathys and Kyles Student work in small groups to estimate how far they can run in ten seconds. Students measure the distance in meters and record using decimal notation to two decimal places. Make an Envelope Students design a greeting card approximately 12cm by 18cm. Students make a simple envelope for the card, ensuring there is enough space around the card so that it will fit the envelope. Students draw diagrams of how to cut and fold the envelope and label with correct measurements.
Centimetres, Centimetres, Centimetres! Students work in pairs or small groups to measure, cut and label lengths of streamer: one 1m strip two 0.5m strips four 0.25m strips five 0.2m strips ten 0.1m strips On a large piece of paper at least 1m x 20cm, students paste the smaller strips under the 1m strip, so that each line is equal to 1metre. Label each line, eg. 50cm + 50cm= 1m or 0.5m + 0.5m = 1m Note : the finished product may look more attractive if students are able to select a different colour for each line.

Extension: students calculate their running speed in km/h

stop watches, trundle wheels, measuring tapes, rulers, paper and pencils, light card, scissors, sticky tape, paste, 30cm rulers streamers, scissors, glue, pencils, butchers paper

Peer tutoring strategy in pair formation

10

Revision Assessment

ASSESSMENT OVERVIEW

Sharon Tooney

STAGE: Year 4 S2 ES1 S1 SUBSTRAND: Time 2

S3

MATHEMATICS PROGRAM PROFORMA STRAND: TERM: MEASUREMENT AND GEOMETRY 1 2 3 3 KEY CONSIDERATIONS

WEEK: 1 2

10

OVERVIEW
Convert between units of time convert between units of time and recall time facts, eg 60 seconds = 1 minute, 60 minutes = 1 hour, 24 hours = 1 day - explain the relationship between the size of a unit and the number of units needed, eg fewer hours than minutes will be needed to measure the same duration of time Use am and pm notation and solve simple time problems record digital time using the correct notation, including am and pm, eg 9:15 am - describe times given using am and pm notation in relation to 'midday' (or 'noon') and 'midnight', eg '3:15 pm is three and a quarter hours after midday' relate analog notation to digital notation for time, eg ten to nine in the morning is the same time as 8:50 am solve simple time problems using appropriate strategies, eg calculate the time spent on particular activities during the school day Read and interpret simple timetables, timelines and calendars read and interpret timetables and timelines read and interpret calendars - explore and use different notations to record the date - explore and use the various date input and output options of digital technologies

OUTCOMES A student: uses appropriate terminology to describe, and symbols to represent, mathematical ideas MA2-1WM selects and uses appropriate mental or written strategies, or technology, to solve problems MA2-2WM reads and records time in one-minute intervals and converts between hours, minutes and seconds MA2-13MG

Learning Across The Curriculum

Cross-curriculum priorities

Background Information Midday and midnight need not be expressed in am or pm form. '12 noon' or '12 midday' and '12 midnight' should be used, even though 12:00 pm and 12:00 am are sometimes seen. The terms 'am' and 'pm' are used only for the digital form of time recording and not with the 'o'clock' terminology. It is important to note that there are many different forms used in recording dates, including abbreviated forms. Different notations for dates are used in different countries, eg 8 December 2014 is usually recorded as 8/12/14 in Australia, but as 12/8/14 in the United States of America. Refer also to background information in Time 1. Language Students should be able to communicate using the following language: calendar, date, timetable, timeline, time, hour, minute, second, midday, noon, midnight, am (notation), pm (notation). The term 'am' is derived from the Latin ante meridiem, meaning 'before midday', while 'pm' is derived from the Latin post meridiem, meaning 'after midday'.

Aboriginal &Torres Strait Islander histories & cultures Asia & Australias engagement with Asia Sustainability

General capabilities Critical & creative thinking Ethical understanding Information & communication technology capability Intercultural understanding Literacy Numeracy Personal & social capability

Other learning across the curriculum areas Civics & citizenship Difference & diversity Work & enterprise

Sharon Tooney

CONTENT
Convert between units of time Use am and pm notation and solve simple time problems Read and interpret simple timetables, timelines and calendars

WEEK

TEACHING, LEARNING and ASSESSMENT

Converting Time Students convert different ways of writing the time. For example, completing the table. The students should fill in the blanks, using the appropriate method of writing the time (e.g. in words, using the 24 hour clock, or using the 12 hour clock).
Time in words seven oclock in the evening quarter to ten in the morning 14:20 22:15 midnight midday 02:15am half past eleven in the evening 08:15 06:45 am twenty past seven in the morning quarter past nine in the evening 8:45pm 10:30 10 past 7 in the evening 01:40 1:50pm 17 minutes past 4 in the afternoon 24 hour clock 19:00 12 hour clock 07:00pm

ADJUSTMENTS
List of time words to assist spelling. 12 hour and 24 clocks with movable hands.

RESOURCES
paper and pencil

Time Intervals Students read the time on a clock face and work out the difference between that and the time given on a digital clock. For example:

12 hour clocks with movable hands.

paper and pencils

3 Sharon Tooney

4:47 9:31 4:35 Time Problems Students complete word problems involving time, for example: 1. Katie wants to watch Shrek 2. The film lasts 118 minutes, and she has to go out in 2 hours. Does

Support as required, particularly with reading problems

paper and pencils

she have time to watch it? 2. Matt and Pete are having a race on their bikes. It takes Matt an hour and a half, but Pete is 6 minutes faster. How long does it take Pete? 3. The football match kicks off at 3:02pm at Emirates Stadium. Altogether, the game lasts 96 minutes. What time does it finish? 4. A super jet flies arrives in New York at 4:20pm. If the flight from London takes 5 hours and 5 minutes, what time did it take off? 5. The cooking time for a pizza is 17 minutes. James wants it to be ready in time for his favourite programme at 8pm. What time does he need to start cooking the pizza? 6. Assembly at Whiteleaf School lasts 25 minutes, and playtime starts at twenty to eleven. What time does assembly start? 7. While his mum is cooking dinner, Bilal plays Super Mario Kart for 55 minutes and then does his homework for 30 minutes. How long does he wait for his dinner? Etc Organising a Diary Students identifying times written in different ways and sequencing events according to time, have them read through the following information and reorganise the information accordingly.
Neville jotted down the names of customers wanting their hair cut on Thursday and the times of the appointments they made. Reorganise the appointments in their proper sequence and write in the names of the customers and their appointment times in the appointment book. (Assume a working day is from 8.30 am to 5.00 pm). M. Xavier: midday J. Wendt: one in the afternoon J: Farnham: 9.00 am L. Bankier: quarter to 10 in the morning J.Garner: 11.40 am in the afternoon N.Andrews: five to three S. Andrews: quarter past three Y: Coates: 4.10 pm T: Fedorenko: half past eight M. Hillier: half past two Name T. Fedorenko 8.30am Appointment Time

Support as required, particularly with reading diary enteries

paper and pencil

9 10 ASSESSMENT OVERVIEW

Revision Assessment

Sharon Tooney

STAGE: Year 4 S2 ES1 S1 SUBSTRAND: 2D 2

S3

MATHEMATICS PROGRAM PROFORMA STRAND: TERM: MEASUREMENT AND GEOMETRY 1 2 3 3 KEY CONSIDERATIONS
Background Information Students should be given the opportunity to attempt to create tessellating designs with a selection of different shapes, including shapes that do not tessellate.

WEEK: 1 2

10

OVERVIEW
Compare and describe two-dimensional shapes that result from combining and splitting common shapes, with and without the use of digital technologies combine common 2D shapes, including special quads, to form other common shapes or designs, eg combine a rhombus & a triangle to form a trapezium - describe &/or name the shape formed from a combination of common shapes - follow written or verbal instructions to create a common shape using a specified set of 2 or more common shapes, eg create an octagon from 5 squares and 4 triangles - use digital technologies to construct a design or logo by combining common shapes split a given shape into 2 or more common shapes & describe the result, eg 'I split the parallelogram into a rectangle & 2 equal-sized triangles' - compare the area of the given shape with the area of each of the shapes it is split into, eg if a pentagon is split into 5 equal triangles, describe the area of the pentagon as 5 times the area of 1 triangle, or the area of 1 triangle as of the area of the pentagon record the arrangements of common shapes used to create other shapes, & the arrangement of shapes formed after splitting a shape, in diagrammatic form, with/out the use of digital technologies - record different combinations of common shapes that can be used to form a particular regular polygon, eg a hexagon can be created from, or split into, many different arrangements, such as

OUTCOMES A student: uses appropriate terminology to describe, and symbols to represent, mathematical ideas MA2-1WM selects and uses appropriate mental or written strategies, or technology, to solve problems MA2-2WM checks the accuracy of a statement and explains the reasoning used MA2-3WM manipulates, identifies and sketches two-dimensional shapes, including special quadrilaterals, and describes their features MA2-15MG

Learning Across The Curriculum

Cross-curriculum priorities

Aboriginal &Torres Strait Islander histories & cultures Asia & Australias engagement with Asia Sustainability

Language Students should be able to communicate using the following language: shape, two-dimensional shape (2D shape), triangle, quadrilateral, parallelogram, rectangle, rhombus, square, trapezium, kite, pentagon, hexagon, octagon, line (axis) of symmetry, reflect (flip), translate (slide), rotate (turn), tessellate, clockwise, anti-clockwise, half-turn, quarter-turn, threequarter- turn. In Stage 1, students referred to the transformations of shapes using the terms 'slide', 'flip' and 'turn'. In Stage 2, they are expected to progress to the use of the terms 'translate', 'reflect' and 'rotate', respectively.

General capabilities Critical & creative thinking Ethical understanding Information & communication technology capability Intercultural understanding Literacy Numeracy Personal & social capability

Other learning across the curriculum areas Civics & citizenship Difference & diversity Work & enterprise

Sharon Tooney

Create symmetrical patterns, pictures and shapes, with and without the use of digital technologies create symmetrical patterns, designs, pictures & shapes by translating (sliding), reflecting (flipping) & rotating (turning) 1 or more common shapes - use different types of graph paper to assist in creating symmetrical designs - use digital technologies to create designs by copying, pasting, reflecting, translating & rotating common shapes - apply & describe amounts of rotation, in both clockwise & anti-clockwise directions, including turns, turns & turns, when creating designs - describe the creation of symmetrical designs using the terms reflect, translate & rotate create & record tessellating designs by reflecting, translating & rotating common shapes - use digital technologies to create tessellating designs - determine which of the special quads can be used to create tessellating designs - explain why tessellating shapes are best for measuring area identify shapes that do & do not tessellate - explain why a shape does or does not tessellate draw the reflection (mirror image) to complete symmetrical pictures & shapes, given a line of symmetry, with/out the use of digital technologies

Sharon Tooney

CONTENT
Compare and describe twodimensional shapes that result from combining and splitting common shapes, with and without the use of digital technologies Create symmetrical patterns, pictures and shapes, with and without the use of digital technologies

WEEK

TEACHING, LEARNING and ASSESSMENT

Combining Shapes 1 Students combine common 2D shapes, including special quads, to form other common shapes or designs, eg combine a rhombus & a triangle to form a trapezium - describe &/or name the shape formed from a combination of common shapes 1. Identify the pair of shapes that can be combined to form a rhombus. 2. Which pair of shapes can be combined to make a rectangle? 3. Identify the name of the shape that can be formed with the pair of shapes. 4. Which shape completes the rectangle? a. b. etc - use digital technologies to construct a design or logo by combining common shapes http://www.iboard.co.uk/iwb/Pattern-Making-With-Shapes-654 http://www.iboard.co.uk/iwb/Picture-Making-with-Shapes-653 Combining Shapes 2 Students combine common 2D shapes, including special quadrilaterals, to form other common shapes or designs - follow written or verbal instructions to create a common shape using a specified set of 2 or more common shapes, eg create an octagon from 5 squares and 4 triangles Students may complete some of the designs from the web-tool: http://www.iboard.co.uk/iwb/Picture-Making-with-Shapes-653 using verbal instructions rather than computer prompts. Can they identify what they are creating before the picture is complete? Symmetrical Patterns 1 Students create symmetrical patterns, designs, pictures & shapes by translating (sliding), reflecting (flipping) & rotating (turning) 1 or more common shapes - use different types of graph paper to assist in creating symmetrical designs (see attached graph sheets for students to create their own designs and/or start a design for a partner to complete) - use digital technologies to create designs by copying, pasting, reflecting, translating & rotating common shapes (using websites, such as those listed below) http://gwydir.demon.co.uk/jo/symmetry/symm.htm http://www.haelmedia.com/OnlineActivities_txh/mc_txh4_001.html Symmetrical Patterns 2 Students create symmetrical patterns, designs, pictures & shapes by translating (sliding), reflecting (flipping) & rotating (turning) 1 or more common shapes - apply & describe amounts of rotation, in both clockwise & anti-clockwise directions, including turns, turns & turns, when creating designs - describe the creation of symmetrical designs using the terms reflect, translate & rotate

ADJUSTMENTS
Support as needed to manipulate shapes and use computers

RESOURCES
2D shapes, computers, paper and pencils

Create with shapes prior to attempting to draw. Trace shapes or use dot paper to draw shape/picture.

2D shapes, paper, pencils, dot paper

Support as needed to use computers

computers, symmetrical reflection handouts, pencils

Support as needed to manipulate shapes. Trace shapes or use dot paper to draw shape/picture.

2D shapes, paper and pencils, dot paper

Sharon Tooney

6 7

Provide students with a variety of 2D shape masters to colour, cut and paste to create a picture. They need to be encouraged to experiment with flipping, sliding and turning shapes within their picture to emphasise the use of shapes in a variety of orientations. Revision Assessment

ASSESSMENT OVERVIEW

Sharon Tooney

Symmetrical Reflections

Sharon Tooney

Symmetrical Reflections

Sharon Tooney

STAGE: Year 4 S2 ES1 S1

S3

MATHEMATICS PROGRAM PROFORMA STRAND: TERM: MEASUREMENT AND GEOMETRY 1 2 3 3 KEY CONSIDERATIONS

WEEK: 1 2

10

SUBSTRAND: Position 2
OUTCOMES A student: uses appropriate terminology to describe, and symbols to represent, mathematical ideas MA2-1WM uses simple maps and grids to represent position and follow routes, including using compass directions MA2-17MG

OVERVIEW
Use simple scales, legends and directions to interpret information contained in basic maps use a legend (or key) to locate specific objects on a map use a compass to find north and then east, south and west use N, E, S and W to indicate north, east, south and west, respectively, on a compass rose use an arrow to represent north on a map determine the directions north, east, south and west when given one of the directions use north, east, south and west to describe the location of a particular object in relation to another object on a simple map, given an arrow that represents north, eg 'The treasure is east of the cave' use NE, SE, SW and NW to indicate north-east, south-east, south-west and north-west, respectively, on a compass rose, eg

Background Information Students need to have experiences identifying north from a compass in their own environment and then determining the other three key directions: east, south and west. This could be done in the playground before introducing students to using these directions on maps to describe the positions of various places. The four directions NE, SE, SW and NW could then be introduced to assist with descriptions of places that lie between N, E, S and W. Language Students should be able to communicate using the following language: position, location, map, plan, legend, key, scale, directions, compass, compass rose, north, east, south, west, north-east, south-east, south-west, north-west. The word 'scale' has different meanings in different contexts. Scale could mean the enlargement or reduction factor for a drawing, the scale marked on a measuring device, a fish scale or a musical scale.

Learning Across The Curriculum

Cross-curriculum priorities

Aboriginal &Torres Strait Islander histories & cultures Asia & Australias engagement with Asia Sustainability

General capabilities Critical & creative thinking Ethical understanding Information & communication technology capability Intercultural understanding Literacy Numeracy Personal & social capability

Other learning across the curriculum areas Civics & citizenship Difference & diversity Work & enterprise

determine the directions NE, SE, SW and NW when given one of the directions use north-east, south-east, south-west and north-west to describe the location of an object on simple maps, given a compass rose, eg 'The tree is south-west of the sign' calculate the distance between two points on a map using a simple given scale use scales involving multiples of 10 to calculate the distance between two points on maps and plans - interpret simple scales on maps and plans, eg 'One centimetre on the map represents one metre in real life' - give reasons for using a particular scale on a map or plan recognise that the same location can be represented by maps or plans using different scales

Sharon Tooney

CONTENT
Use simple scales, legends and directions to interpret information contained in basic maps

WEEK

TEACHING, LEARNING and ASSESSMENT

Maps Look at a variety of different maps and the legends used on each to provide information about specific objects on the maps. Show the students the following example of Barefoot Island :

ADJUSTMENTS
Assistance to trace feet as necessary. Example legends visually displayed.

RESOURCES
paper, pencils, handout

Have students create their own Barefoot Island either by tracing their foot or using the attached resource link : http://www.teacherspayteachers.com/Product/Barefoot-Island-Mapping-Symbols-178103 Create a Compass Discuss with the students what a compass is and the four principal directions which appear on it. Introduce the students to Never Eat Slimy Worms as a means of remembering the clockwise order of North, South, East and West on a compass. Have students label a compass rose correctly with these for directions. Eg.

Visual display of compass rose and Never Eat Slimy Worms

stiff cardboard, scissors, split pins, pencils, compass rose

Using stiff cardboard circles, spinners and split pins, have the students create their own compass. Use a Compass Using compasses, take the students outside into the playground. Stand in the middle of the playground and in small groups with a compass locate the direction North and place a witches hat several metres away in that direction. Repeat the activity for East, South and West. After all directions are marked by witches hats, have students return to the original spot in the centre of the playground. Teacher calls an action and a direction and students must move towards the correct witches hat, eg Hop east. I the teacher calls Never Eat Slimy Worms the students must run around all of the witches hats in the correct order starting at North and return to the centre. Where is North? Go for a walk around the school and identify where all of the major structures are. Return to the classroom and have students draw a map of the school. When maps are complete, remind students about the direct game which they played last lesson. Ask the students in which direction North is? When students are in agreement of where North have them all mark North on their map of the school, using an arrow to indicate direction

Peer tutoring strategy for group formation

compasses, witches hats

Extension: add an appropriate legend to the map For students experiencing difficulty provide a printable map of the school as a guide

paper, pencils, maps of school

Sharon Tooney

Revision

9
Assessment

10 ASSESSMENT OVERVIEW

Sharon Tooney

STAGE: Year 4 S2 ES1 S1 SUBSTRAND: Data 2

STRAND: S3

MATHEMATICS PROGRAM PROFORMA TERM: STATISTICS AND PROBABILITY 1 2 3 3 KEY CONSIDERATIONS

WEEK: 1 2

10

OVERVIEW
Select & trial methods for data collection, including survey questions & recording sheets create a survey & related recording sheet considering appropriate organisation of categories for data collection - choose effective ways to collect & record data for an investigation refine survey questions as necessary after a small trial - discuss & decide the most suitable question to investigate a particular matter of interest, conduct a survey to collect categorical data - after conducting a survey, discuss & determine possible improvements to the questions or recording sheet compare effectiveness of diff methods of collecting/recording data - discuss the dis/advantages of open-ended questions in a survey, compared to questions with predetermined categories Construct suitable data displays, with/out the use of digital tech, from given or collected data; include tables, column graphs & picture graphs where 1 picture can represent many data values represent given or collected categorical data in tables, column graphs & picture graphs using a scale of many-to-1 correspondence, with/out the use of digital tech - discuss & determine a suitable scale of many-to-1 correspondence to draw graphs for large data sets & state the key used - use grid paper to assist in drawing graphs that represent data using a scale of many-to-1 correspondence - use data in a spreadsheet to create column graphs with appropriately labelled axes - mark equal spaces on axes, name & label axes, & choose appropriate titles for graphs Evaluate the effectiveness of different displays in illustrating data features, including variability interpret & evaluate the effectiveness of various data displays found in media & in factual texts, where displays represent data using a scale of many-to-1 correspondence - identify & discuss misleading representations of data - discuss & compare features of data displays, including considering the number and appropriateness of the categories used - discuss the dis/advantages of different representations of the same categorical data

OUTCOMES
A student:

uses appropriate terminology to describe, and symbols to

represent, mathematical ideas MA2-1WM

Background Information A scale of many-to-one correspondence in a picture graph or column graph uses one symbol or one unit to represent more than one item or response, eg = 10 people, or 1 centimetre represents 5 items/responses. Language Students should be able to communicate using the following language: data, collect, survey, recording sheet, rating scale, category, display, symbol, tally mark, table, column graph, picture graph, vertical columns, horizontal bars, scale, equal spacing, title, key, vertical axis, horizontal axis, axes, spreadsheet, misleading. Refer also to language in Data 1.

selects and uses appropriate mental or written strategies,

or technology, to solve problems MA2-2WM

checks the accuracy of a statement and explains the

reasoning used MA2-3WM

selects appropriate methods to collect data, and

constructs, compares, interprets and evaluates data displays, including tables, picture graphs and column graphs MA2-18SP

Learning Across The Curriculum

Cross-curriculum priorities

Aboriginal &Torres Strait Islander histories & cultures Asia & Australias engagement with Asia Sustainability

General capabilities Critical & creative thinking Ethical understanding Information & communication technology capability Intercultural understanding Literacy Numeracy Personal & social capability

Other learning across the curriculum areas Civics & citizenship Difference & diversity Work & enterprise

Sharon Tooney

CONTENT
Select & trial methods for data collection, including survey questions & recording sheets Construct suitable data displays, with/out the use of digital tech, from given or collected data; include tables, column graphs & picture graphs where 1 picture can represent many data values Evaluate the effectiveness of different displays in illustrating data features, including variability

WEEK

TEACHING, LEARNING and ASSESSMENT

Building on previous learning Check that children can already: consider a question and develop a response by referring to relevant data make and use lists, tables and simple bar charts to organise and interpret the information use Venn diagrams or Carroll diagrams to sort data and objects using more than one criterion recall the relationships between kilometres and metres, metres and centimetres, kilograms and grams, litres and millilitres choose and use appropriate units to estimate, measure and record length and weight measure and draw to a suitable degree of accuracy, for example measure length to the nearest half centimetre and weight to the nearest half division on the scales. Data Collection Select & trial methods for data collection, including survey questions & recording sheets
create a survey & related recording sheet considering appropriate organisation of categories for data collection - choose effective ways to collect & record data for an investigation

ADJUSTMENTS
Questioning techniques, visual supports and rephrasing as necessary

RESOURCES
paper and pencils, chart paper

As a class brainstorm areas of interest that students would like to collect data for and create a list of possible categories. Discuss ways in which the data could be collected and recorded. After deciding on a collection method and recording format, pose a question to investigate for one of the categories chose. After collecting data, have students evaluate the following: - Was the question asked specific enough? Did it provide the information I was looking for? - Was our data collection method effective? Why/why not? - If it was ineffective, how could be improve upon it? - Was the recording format useful/effective? Did it accurately display the data we were looking for? Why/why not? - Could we improve upon our recording method? Will this method be suitable for different data? Data Displays Without Digital Technology Construct suitable data displays, with and without the use of digital technologies, from given or collected data; include tables, column graphs and picture graphs where one picture can represent many data values represent given or collected categorical data in tables, column graphs and picture graphs, using a scale of many-to-one correspondence, with and without the use of digital technologies - discuss and determine a suitable scale of many-to-one correspondence to draw graphs for large data sets and state the key used, eg = 10 people, if there are 200 data values In groups choose from the list of categories and using the refinements to data collection and recording pose a question and collect the necessary data. When the group has collected the data they need, have them decide which would be the best way to present their data visually; ie,

Peer tutoring strategy for group formation

paper and pencils, class list of categories

Sharon Tooney

column graph, table, picture graph etc. Remind groups that they will need to determine a suitable scale and provide a key with their visual representation. When groups have completed the task they should report back to the class, evaluating the effectiveness of the visual display they chose and the scale that they used. Encourage students to think critically about whether they would use the same method again, or whether a different format would have represented their data more effectively. Data Displays With Digital Technology Construct suitable data displays, with and without the use of digital technologies, from given or collected data; include tables, column graphs and picture graphs where one picture can represent many data values represent given or collected categorical data in tables, column graphs and picture graphs, using a scale of many-to-one correspondence, with and without the use of digital technologies - discuss and determine a suitable scale of many-to-one correspondence to draw graphs for large data sets and state the key used, eg = 10 people, if there are 200 data values Students should complete the task as per the last lesson, with a different category. This time students need to present their data visually using digital technology, possible websites to use: http://nces.ed.gov/nceskids/createagraph/default.aspx http://nces.ed.gov/nceskids/graphing/classic/ Once again students should report back to the class as before. Their evaluation should include whether they thought that using digital technology was more effective or not. Help or Hinder Evaluate the effectiveness of different displays in illustrating data features, including variability interpret and evaluate the effectiveness of various data displays found in media and in factual texts, where displays represent data using a scale of many-to-one correspondence - identify and discuss misleading representations of data Provide the class with a variety of real life data collection examples. As a class examine what the purpose of each was and the effectiveness of the data presented. Look specifically at whether the format used provides a true representation of the data, or whether it is misleading. Discuss why people might do this when representing data and discuss whether or not this is ethical (right).
Revision

Peer tutoring strategy for group formation

paper and pencils, computers, class list of categories

Questioning techniques, visual supports and rephrasing as necessary

data collection examples

9 10 ASSESSMENT OVERVIEW

Assessment

Sharon Tooney